Conference Schedule
All times listed are Eastern Standard Time (EST). Session times may be subject to change.
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TUESDAY, JULY 13, 2021
This session will explore ways to create school centered music education ecosystem to ensure equity of access by examining examples across the country.
Distinguished as a prominent thought leader in public music education, Chiho Okuizumi Feindler is responsible for designing and overseeing the implementation of Save The Music Foundation’s national programs aimed at ensuring equity and access to comprehensive music education in America’s public schools. She is a recipient of Honorary West Virginian Award and currently serves on multiple national and regional boards including The Center for Arts Education and Social Emotional Learning and Arts Ed Newark.
When programming for future concerts, it is all to easy to "check the box" of programming composers who represent a marginalized voice. This session is a starting point for elementary and secondary band directors in strategies to create a more authentically inclusive and diverse concert program by taking a look at some of the pieces in the wind band zeitgeist, why they are worth programming, and the stories of the humans who wrote them.
Derek Dillman is a first year music educator at Calvert High School in Prince Frederick, MD. Derek has extensive experience in the marching arts and curricular ensembles, and is an active advocate for representation in music as well as new, diverse, inclusive, and quality band repertoire. A recent Masters in Conducting graduate from the University of Delaware, Derek performs with the Accidental Big Band and is an active performer throughout the Mid-Atlantic.
This in-depth and interactive session will address equitable programming by highlighting repertoire written by womxn for all voicings with a focus on rethinking gender roles in choral repertoire as well as suggestions on how to approach, reframe, or replace problematic music. Participants will have access to composer and repertoire databases, informative playlists and podcasts, and a useful “Repertoire Accountability Checklist” to help evaluate repertoire through a more equitable lens.
Dr. Alyssa Cossey is an Assistant Professor of Choral Music & Music Education at the University of Arizona. She is in high demand as a clinician, adjudicator, guest conductor and presenter, as well as an inaugural member of the professional women's choir Mirabai. Her research areas include performance practice issues in Twentieth-Century music, musical authenticity and authority, and social justice in the choral ensemble. Previously, she taught middle and high school choir in Southern California.
This session will provide teachers with resources and tools to use in the classroom that make music learning relevant in today’s society. We will use elements of rap, hip hop, and other music forms to teach concepts like Solfege, lines and spaces, music theory and more. This session will have teachers singing, dancing and engaging their students in ways that everyone will understand these musical concepts and value the music that is culturally relevant to them.
Maria A. Ellis is a passionate educator and conductor. She is the owner of Girl Conductor, a company that celebrates diverse music education resources, and serves as the Director of The Sheldon’s City of Music All-Star Chorus and The St. Louis Children’s Choirs Virtual Chorus. Maria is an active clinician, adjudicator and presenter throughout the United States and abroad. She holds a B.M. in Music Education Degree from the University of Missouri- St. Louis.
As educators, we should be creating accessible, diverse, and relevant lessons to reach all learners. This session will provide a framework for reimagining music theory, history and composition to create lessons that teach musical concepts using music of all styles that empower students to seek the relevancy and meaning of music on their own. Several projects that can be used with your students right away will be demonstrated.
John Mlynczak offers an extensive range of experiences in music education and the music industry and is a frequent national clinician. Mr. Mlynczak is Vice President of Music Education & Technology for Hal Leonard, and Past-president of the Technology Institute of Music Educators. John also teaches online Graduate courses at VanderCook College and Boston University Online, and is a Google Level-2 Certified Educator. Mr. Mlynczak is a passionate advocate for music education and technology, serving on the NAMM State Advocacy Coalition, the NAfME Advocacy Leadership Force, and is Advocacy Chairman for the Massachusetts Music Educators Association. Mr. Mlynczak holds an undergraduate degree in music education, and graduate degrees in both music performance and educational leadership. Learn more at www.johnmlynczak.com.
This session will focus on your needs as an advocate and what strategies you deploy on a local level. Be prepared to discuss how YOU advocate for education and what ways you are looking to broaden your support.
Over the past 16 years, Nicholas Cohen has been a strong advocate for the arts in Maryland as a musician, educator, and administrator. Currently, Mr. Cohen is the Executive Director of Maryland Citizens for the Arts (MCA). In this role, he directs the statewide strategy, implementation, and engagement for advancing public policy and investment in the Maryland Arts Sector. Utilizing strong grassroots advocacy networks, Nicholas has overseen record investment for the sector, helping to vault the state’s per-capita arts investment to third nationally.
Born and raised in NYC, Quanice Floyd has spent the last fifteen years in Washington, DC where she received her Bachelor’s and Master’s degrees in Music Education and her second Master’s degree in Arts Management. She is currently a doctoral student at Drexel University. Quanice is the Executive Director of Arts Education in Maryland Schools. She was previously a public-school music educator where she taught elementary and middle school general music, chorus, band, and orchestra.
Ms. Tuttle is the recently named Executive Director and CEO of the 7,500 member American String Teachers Association. A musician, music educator, and lifelong advocate for equitable access to music and arts education, she most recently served as the Director of Public Policy, Research and Professional Development for the National Association for Music Education (NAfME). At NAfME, she oversaw all in-person and virtual professional development, the creation and dissemination of six publications, the association’s federal grants portfolio and led the association’s policy work at the federal and state levels.
Voices 21C is one of the premier social justice vocal ensembles in the world, centering performances around Race and Incarceration, Feminism, Amplifying Marginalized Voices, and Islamic Music. In this session, members of Voices 21C who are also educators will discuss how they have been influenced by the ensemble and how those influences manifest themselves in the classroom. Programming, equity, access, and similar topics will be discussed, as well as strategies for implementation.
Chris Clark is the Director of Vocal Music for the Southern Berkshire Regional School District in Sheffield, Massachusetts, where he teaches choir in grades 3-12. Mr Clark is a PhD candidate in Music Education from the Hartt School of Music, researching the intersection of choral music educators and their religiosity. A 2013 Yale “Distinguished Music Educator”, Mr. Clark performs with Boston-based social justice choir, Voices 21C and is a frequent guest clinician and presenter.
VOICES 21C is a Boston-based chamber choir who seeks to combine high technical proficiency with creativity and compassion. The choir creates personal meaning in performance by connecting their musical messages to social justice issues in the USA and abroad, representing the voices of the silenced, the forgotten, and the marginalized. Their work includes numerous appearances in the greater Boston area, as well as their 2017 tour of "Here I Am" in Israel and Palestine, and 2018's "Somehow This Madness Must Cease" in Cuernavaca and Mexico City. Their 2019 performances sought to create visibility for the feminine, bringing their program "Half the Sky" to audiences of thousands on invitation to Europe's largest choral festival, "Les Choralies" in Vaison-la-Romaine, France. In March of 2020, their program “We Who Believe in Freedom Cannot Rest,” tackling issues of forced migration and racial violence, was received on invitation at the American Choral Directors Association's Eastern Division conference.
National events surrounding equity and justice for marginalized populations have teachers rethinking elements of their practice. Grounded in student voices, we can make changes in our classrooms that can disrupt the dominant narrative and ultimately lead to more systemic changes that can increase diversity and empower all of our students. In this session, I will share practical examples to infuse elementary and secondary music settings with activities designed to promote equity, diversity, and student voice.
Tamara T. Thies is the Coordinator of Music Education at California State University, Long Beach where she guides undergraduate and graduate music education students. She earned degrees from the University of Northern Iowa (BME, MA), the Liszt Academy in Budapest, Hungary (Conducting Diploma with Honors), and the University of Iowa (PhD in Music Education). Her creative and research interests focus on music education at the intersection of creativity, technology, and cultural relevancy.
Trans and gender-expansive (TGE) students often place their trust in music teachers and deserve safe and empowering spaces to engage in high-quality school music experiences. Supportive music teachers ensure that all students have access to ethically and pedagogically sound music education. Grounded in theory and nascent research, the presenters will provide historical and social context, and practical direction for working with students who inhabit a variety of spaces among a gender-identity and expression continuum.
Joshua Palkki (he/him) serves as Assistant Professor of Music Education at California State University, Long Beach. He is also artist in residence with South Bay Children’s Choir in Torrance, CA. He holds degrees from Michigan State University, Northern Arizona University, and Ball State University. A sought-after guest conductor and scholar on LGBTQ issues, he has guest conducted in several states and presented at state, national, and international research, choral, and music education conferences.
Matthew L. Garrett (he/him) is Associate Professor of Music Education and Director of the University Center for Innovation in Teaching and Education (UCITE) at Case Western Reserve University. He holds degrees from Florida State University and Boston University. Garrett recently co-authored Honoring Trans and Gender-Expansive Students in Music Education with Joshua Palkki, published by Oxford University Press. He works with students and teachers in music programs across the country, as a clinician and conductor.
As America works to acknowledge and understand its past and chart its future, the music room must be a welcoming place that truly honors all voices, all year long. Explore activities and resources to make your class a space to celebrate and appreciate Black voices throughout the year, not just during Black History Month.
Rachel Dobbs has been teaching for 21 years, the past 14 of which have been in the Rochester City School District (NY). She currently teaches General Music K-6, and directs her school’s choir and recorder groups, and teaches piano. Rachel established the RCSD’s first ukulele program in 2012, and is a founding member of the RCSD Arts for All Scholarship committee. She received the Empire State Excellence in Teaching Award in 2017.
Kelly Follman spent several years as an urban educator. She held the position of Eastman Pathways program liaison between the Rochester City School District and the Eastman School of Music. Kelly is one of the founding Directors of the RCSD ROC City Players, a districtwide music theater program. She received the RCSD Board of Education “Yes We Can” Award, the Rochester Philharmonic Educator of the Year Award, and Rochester Education Foundation Teacher of the Year.
Oftentimes, we become overwhelmed about not knowing where to start when we want to engage in advocacy work. This workshop will give you tips and tricks to becoming a music education advocate and strengthening the power within your own local communities to advocate for music education.
Born and raised in NYC, Quanice Floyd has spent the last fifteen years in Washington, DC where she received her Bachelor’s and Master’s degrees in Music Education and her second Master’s degree in Arts Management. She is currently a doctoral student at Drexel University. Quanice is the Executive Director of Arts Education in Maryland Schools. She was previously a public-school music educator where she taught elementary and middle school general music, chorus, band, and orchestra.
At the intersection of special education and disability theory, music education has the potential to reach all learners while preserving agency and celebrating diversity through collaboration. This session will offer strategies to support music teachers to include every child and promote equitable collaboration between students with and without disabilities. Attendees will learn about United Sound, a simple process through which all students can build leadership skills, self-confidence, and a sense of belonging through music.
Julie Duty completed her Music Education degree at Arizona State University in 1998. She taught middle and high school band for nine years in Arizona. Julie founded United Sound in 2014 and serves as the Executive Director, working to bring meaningful inclusion to the music classroom. Julie currently serves on the Tempe Winds Board of Directors, Music for All’s Advocacy Committee, The Institute for Composer Diversity Advisory Council, and the Midwest Clinic Advisory Board.
This session will explore and advocate for the performance of choral music by an array of women of color in an effort to broaden the definition of diversity as it relates to choral music. The music presented in this session- and greater discography of the composers surveyed- includes music for all levels and makeup of choral ensembles.
Edryn J. Coleman is choral director at Oakland Mills High School in Howard County, Maryland where he directs choir and teaches piano. He has previously taught music at the elementary, middle, and collegiate level serving as Director of Choral Activities at two universities. To his credit, he has numerous guest conducting, judging, and professional presentation to date. A native of Montgomery, Alabama, he holds a BA in voice from Stillman College, an MME from Florida State University, and a DMA from the Shenandoah Conservatory of Music at Shenandoah University.
Mr. Vinroy D. Brown, Jr. is conductor of the Westminster Jubilee Singers, Artistic Director for the Capital Singers of Trenton, and Director of Music ave Worship Arts at Elmwood United Presbyterian Church. He holds membership in the National Association for Music Education, American Choral Directors Association, National Collegiate Choral Organization and the National Association of Negro Musicians, Inc., for which he serves as the Eastern Region Director. He holds the Master of Arts in Practical Theology degree from Regent University, and the Bachelor of Music degrees in Sacred Music and Music Education from Westminster Choir College.
All teaching is culturally responsive. The question is, to whose culture are we responding? With intentional planning, the music classroom can be a space in which all students are represented in the curriculum. Culturally Responsive Music Teaching does not require us to be experts in every world culture. However, it does require vulnerability and a willingness to reflect on our own implicit bias. With accurate information, we can work diligently toward creating classroom spaces that are safe for culturally, linguistically, and academically diverse learners.
Macy Bell is a Ph.D. student at Auburn University with a research focus in culturally responsive music teaching, antiracist music teaching, and implicit bias. Mrs. Bell teaches K-5 general music at a Title I school in Lexington, KY and leads the children’s music program at St. Luke United Methodist Church. She is passionate about teaching music through a trauma-informed lens and utilizing diverse repertoire to empower marginalized students.
Music technology changes fast, but the opportunities to enhance creative thinking in your music classroom with digital beat making are vast! As a significant portion of our students now listen and make music using digital technology, this session will offer examples of software for creating beats in your classroom. We will explore activities that incorporate beat making experiences for your students in all contexts, including general music classrooms, ensemble spaces, and even ideas for integrating student created beats into formal concerts. Come and experience the exciting possibilities of expanding your students’ musicianship using accessible and easy-to-use music technology in your classroom. Hands-on and practical applications for beat making will be provided for participants.
Dr. Kladder is Assistant Professor of Music at the University of North Carolina Wilmington. His degrees are from the University of South Florida (Ph.D.), Boston University (M.M.Ed.) and Hope College (B.M.Ed). Jonathan’s elementary and secondary instrumental teaching experiences include a variety of band and chorus ensembles across private and public-school settings. Jonathan is interested in the intersections of music, technology and creativity, equity and access in undergraduate music programs, and expanding curricula.
Advocacy is not a spectator sport! We can all find ways to engage elected officials at every level! This session will offer tools to help sharpen your pitch and strengthen your voice and help you take a significant step to get started down your advocacy path!
Over the past 16 years, Nicholas Cohen has been a strong advocate for the arts in Maryland as a musician, educator, and administrator. Currently, Mr. Cohen is the Executive Director of Maryland Citizens for the Arts (MCA). In this role, he directs the statewide strategy, implementation, and engagement for advancing public policy and investment in the Maryland Arts Sector. Utilizing strong grassroots advocacy networks, Nicholas has overseen record investment for the sector, helping to vault the state’s per-capita arts investment to third nationally.
Implicit bias resides in all of us. By accepting this and providing members of the wind band community with tools to confront implicit gender bias, we can actively move toward gender parity and inclusion in our field. This session will discuss relevant quantitative and qualitative data regarding gender bias/discrimination. Participants will also be encouraged to discuss and implement strategies that advance toward a more inclusive profession.
Dr. Shannon Shaker most recently served as Director of Bands and Instrumental Music Education at Frostburg State University. She earned her DMA in Wind Conducting from Arizona State University, where her research focused on the gender imbalance of collegiate band conductors. Shannon earned her MM and BME from Central Michigan University. Before pursuing graduate studies, Dr. Shaker taught general and instrumental music to students of all ages in Colorado and Michigan public schools.
Dr. Pamela Klena serves as Visiting Assistant Professor of Music at Oakland University where she conducts the Oakland University Symphonic Band, teaches elementary/secondary music education courses, and supervises student teachers. She has earned degrees from Lee University, Central Michigan University, and the University of North Carolina at Greensboro. She has taught all levels of instrumental music and general music. Dr. Klena’s primary research interest is gender diversity and is committed to furthering inclusivity in music.
By building on your students' personal knowledge, passions, and experiences, music education can become more inclusive and equitable for all. By examining the impact of the twin pandemics of COVID-19 and systemic racism, we will address lesson planning, classroom management, and creating change in our educational communities.
Ashley Shabankareh (she/her) is a New Orleans trombonist, vocalist, music educator, and arts administrator. Ashley previously served as the Director of Programs for Preservation Hall Foundation. Today, she works with arts organizations, including Artist Corps New Orleans, Upbeat Academy, New Orleans Jazz Museum, and Trombone Shorty Foundation. Ashley serves as the Vice President of Jazz Education Network, Board Member for Folk Alliance International, and Board Chair of Music and Culture Coalition of New Orleans.
Dr. Scott Burstein is the Director of Teaching and Learning with Little Kids Rock, where he manages all musical content of the organization, including training, professional development, and curriculum. He taught traditional and popular music at a high school in the Los Angeles public school system for twelve years. Scott completed his dissertation, “Transformation of Habitus and Social Trajectories: A study of a popular music program”, and received his DMA from the Thornton School of Music at the University of Southern California.
Attendees will learn about issues specific to LGBTQ+ students in their music classes. The presenter will approach this topic through a lens of intersectionality, not just for the sake of naming various identities, but to use intersectionality as a tool to understand the individual realities of each student and our own. Music educators will come away with new awareness in order to see and hear all students and uplift their voices in and through music.
Russ Sperling is Director of Visual and Performing Arts (VAPA) for San Diego Unified School District. He is responsible for arts education in California’s second largest school district. He has served as Western Division President of the NAfME and also as President of the California Music Educators Association (CMEA). He is a founder and lead coordinator of the San Diego Pride Youth Marching Band, an ensemble of 80 high school and college students.
Cultural background influences how students interact with others, process information, and form ideas. This session will explore the specific ways that culture impacts student learning and will provide culturally responsive teaching strategies that improve the effectiveness of instruction for all students.
Dr. Rebecca MacLeod is Professor of Music Education at the University of North Carolina Greensboro, where she directs the string education program and conducts the UNCG Sinfonia. She is the author of Teaching Strings in Today’s Classroom and President-Elect for the American String Teachers Association. Dr. MacLeod received her undergraduate degree from Duquesne University and her MME and PhD from Florida State University. She is a frequent guest conductor and clinician throughout the United States.
While far removed from your music education classroom or rehearsal space, the federal government’s actions can have a marked impact on resources and opportunities available to you and your students. Join us for a discussion on the consequences of federal educational policies – the intended and unintended – in the music classroom, and learn how you can make a positive impact through your own advocacy with Congress and the U.S. Department of Education.
Ms. Tuttle is the recently named Executive Director and CEO of the 7,500 member American String Teachers Association. A musician, music educator, and lifelong advocate for equitable access to music and arts education, she most recently served as the Director of Public Policy, Research and Professional Development for the National Association for Music Education (NAfME). At NAfME, she oversaw all in-person and virtual professional development, the creation and dissemination of six publications, the association’s federal grants portfolio and led the association’s policy work at the federal and state levels.
Susan W. Mills, Ed.D. is a Professor of Music Education, at Appalachian State University and a Senior Research Associate, at the University of Johannesburg. Her teaching and research focus on music education that is relevant, balanced, and inclusive. Dr. Mills is an American Council on Education (ACE) Fellow, a South African Fulbright Scholar, and a Fulbright Specialist. Most recently she was awarded a Mandela Washington Reciprocal Exchange Fellowship, in Windhoek, Namibia.
Dr. Brock received her B.M. from Virginia State University, M.M. from Norfolk State University, and Ph.D. in Music Education from the UNC-Greensboro. She has 17 years of combined teaching experience on the K-12 level, and in higher education. Dr. Brock is the Owner/CEO of Prodigious Music Concepts, LLC. She is a Past President of the Intercollegiate Music Association (IMA), and an active member of the IMA, CBDNA, ABWBD, NAfME, WBDI, NBA, and HBCU-NBDC.
Daniel C. Johnson is Professor of Music and Music Education at the University of North Carolina Wilmington. A Fulbright Scholar with over 25 years of teaching experience, Dr. Johnson is an international authority on music teacher education. In addition to delivering teacher education workshops, he regularly publishes in eminent journals including The Journal of Research in Music Education, The Bulletin of the Council for Research in Music Education, and The International Journal of Music Education.
WEDNESDAY, JULY 14, 2021
Pour yourself a glass of OJ and join JJ for open “Office Hours” and special announcements! What’s on your mind? Let’s talk about our Association and where we are headed.
Noted as a progressive and creative thinker and leader, JJ Norman currently serves as Executive Director of the Maryland Music Educators Association (MMEA) where he is responsible for the association’s advocacy efforts, professional development events, and various state music assessment festivals. JJ previously served on the National Association for Music Education (NAfME) staff. Through his work, he has offered engaging and interactive sessions at state and national conferences. Norman holds degrees in music education and organizational leadership. JJ now lives in Alexandria, Virginia, with his husband Samuel and puppies Titan and Aria.
Every student, every day, is deserving of a high-quality music education experience. In this session, participants will be equipped with strategies that will help each student who enters our spaces of learning feel seen, heard, and respected, regardless of race, gender, socioeconomic status or other potentially marginalizing factors.
Dr. Jeffrey Allen Murdock is internationally known as a conductor, clinician, and music educator. He currently serves as Associate Director of Choral Activities, Associate Professor of Music, and Vocal Area Coordinator at the University of Arkansas. Jeffrey was recently named the 2021 GRAMMY Music Educator of the Year. As a music educator, he loves to invest his knowledge and experience in the next generation of young musicians through clinic opportunities with secondary choral programs, conducting honor choruses, and mentoring choral music educators. Dr. Murdock’s research interests include cultural hegemony in choral music education, social justice in music education, culturally responsive pedagogy in music education, and music in urban schools.
You see it on social media all the time: band directors are looking for ways to diversify their music libraries. This is an exciting time to discover new composers for students at all ability levels! We will explore the benefits and challenges of programming with diversity in mind, including examples of how to choose (and where to find) band literature that reflects student identities.
Natalie Pretzello is the band director at Gorman Crossing Elementary School in Laurel, Maryland. She graduated from the University of Maryland with a Bachelor of Music in Percussion Performance and a Bachelor of Music Education and recently completed a Master of Music degree in Music Education at the Peabody Conservatory. Natalie instructs several award-winning marching bands, and serves as a percussion consultant for various honors ensembles and music programs throughout Maryland and the Mid-Atlantic region.
Arielle is the band director at Harper's Choice Middle School in Columbia, Maryland. She earned a Bachelor's Degree in music education from the University of Maryland and has recently completed her Master’s Degree in music education from the Peabody Conservatory. She currently performs with the Columbia Concert Band and Columbia Big Band, and freelances regularly for local musical theater productions on drums and percussion. Arielle also teaches private percussion lessons from her home in Columbia.
Our choirs are comprised of students with a wide range of abilities, learning preferences, and interests. Universal Design for Learning provides a framework for creating flexible approaches that increase access and learning for ALL students, including students with disabilities, English Language Learners, and students who are motivated to learn in different ways. This session will explore UDL-inspired strategies to increase sightsinging proficiency and student engagement through experiential activities, student leadership, and opportunities for individual choice.
Kathryn Evans is a specialist in choral and general music education at Towson University. Prior to joining the faculty of Towson University, she taught K-12 choir and general music in Michigan. An active clinician, conductor, adjudicator, and researcher, Dr. Evans has worked with honor choirs, served as a frequent adjudicator for choral assessments, and has presented at conferences and teacher in-services internationally and across the United States.
The purpose of this session is to provide and explore strategies for interrupting racism in our music classrooms. Music education must lead the way in our schools, demonstrating equity, tolerance, inclusivity and acceptance. Through curricular examples, attendees will learn about ways to: be inclusive and representative of their students' cultures; facilitate tough conversations; be open about their own personal growth and anti-racist practices; and celebrate the strengths of BIPOC in their classrooms and the school community.
Amy T. Hairston is in her 15th year as a choral/general music and theatre teacher in MD (Springbrook HS). She is a proud alumnus of Oakland Mills HS & UMD. This summer, she joined the MCEA board as Professional Development Liaison. She has been a music clinician and adjudicator for Howard, Montgomery, Baltimore and Calvert County, and enjoys presenting at MMEA in-services. Past topics include repertoire sessions, cultural awareness and equity in advanced music courses.
It is difficult to continue teaching music as usual without addressing collective and individual trauma experienced by students. Harmful experiences can be stored as trauma in the body, and as music educators, we can learn ways to incorporate mindfulness and trauma-informed practices into our standard music curriculum and address potential harm within our classrooms. In this session, participants will learn about restorative justice and community-building exercises, anti-racism resources, trauma-informed teaching, breath practices (pranayama) and mindfulness exercises to help students begin to cultivate mind-body awareness, build relationships with each other, and feel a sense of belonging in the music classroom.
Francesca Leo is a professional flutist, educator, and performing arts health advocate. She is the founder of http://www.playingwithoutpain.com, an award-winning website and social media platform connecting musicians with resources to treat and prevent performance-related injuries and maintain good mental health. She is a 50-hour certified meditation instructor and holds music performance degrees from the Manhattan School of Music and Bowling Green State University.
Jessica Koebbe is a pianist and founder of www.mindfulmusicpedagogy.com. She frequently presents workshops designed to help teachers and students work through or prevent performance anxiety. She holds degrees in piano performance, receiving her DMA from the University of Missouri-Kansas City Conservatory of Music and Dance. Dr. Koebbe is the Director of the Puerto Rico Collaborative Piano Institute and has taught at the collegiate level for 15 years. She is a certified meditation instructor.
Equity is the act of removing barriers from success. When we formulate Big Ideas, we create multiple entry points of inquiry about our world that all can access, respond to and learn from. Participants will investigate life concepts that reveal and connect people and their experiences. We will create, perform, and respond to a cross-curricular big idea in a creative process, and reflect on how this helps us “see” each other in diverse ways.”
Kimberly Brown has 20+ years experience in Arts Education. This California native earned her BA from UC Davis in Studio Arts and her Masters from Pace University in New York, before moving to Maryland to continue her journey in Arts Education. She has taught and learned from a variety of people and looks for new ways to advocate and increase knowledge through the arts. Currently she teaches Fine Arts for Elementary in MCPS and is the Curriculum Director for the MC3 program through MSDE.
James Dorsey teaches vocal/general music at Vansville Elementary School in Prince George’s County. He guides students to create arts pieces that reflect empathy. He has served as a curriculum/course writer and facilitator. Through his work with Maryland Centers for Creative Classrooms, he helps adults reflect on big ideas through music in personal and learning spaces. Dorsey earned a B.A. in Music (UMBC), M.Ed. in Kodály Music Education (Loyola University Maryland), and National Board Certification (Music).
Danielle Williams is a multi-instrumentalist, composer, conductor, and music educator who uses her global experiences to shape her art and fuel cross-cultural collaborations. Currently serving as OrchKids Director of Education, Danielle has lived and taught music in a wide range of contexts and locations including Boston, Palestine, Brazil, France, and Tanzania. Danielle received her Master’s Degree from the Harvard Graduate School of Education’s Arts in Education program Bachelors Degree in Music Composition from Vanderbilt University.
"We're not all guys!" This session will feature ways to use language and actions to show your students and co-workers that they are valued, loved, and belong in your space and the school as a whole. We will approach inclusivity in an organic and musical way that will be a natural fit in your existing musical teaching practice. We will include children's literature and free digital resources to center gender inclusivity at school.
Due to the sensitive nature of the topics being discussed, this session will not be recorded.
Ær Queen (they/them) is a transgender nonbinary 6th year General Music Teacher in Fairfax County Public Schools in Northern Virginia. They earned their Bachelor of Music at Shenandoah Conservatory and they are currently working on a Masters of Advanced Teaching. Mx. Queen also advocates for inclusive and anti-racist practices in school settings as a part of their K-5 music program, where they also direct a choir and help with the school's musicals.
Nicholas Prosini (they/them) is a transgender nonbinary 12th year music teacher at NYC public schools. Mx. Prosini teaches K-5 general music, choir, and beginner band. Mx. Prosini is an advocate of trans and gender expansive visibility in K-12 schools for both children and adults. They also organize online support spaces for trans educators around the US. Mx. Prosini is earning a masters’ of science in educational leadership at Hunter College.
Kael Thomas (they/them/he/him) is an elementary music educator with Norfolk Public Schools in Norfolk, VA. They earned their Bachelor of Music Education at Shenandoah Conservatory and are currently finishing up a Masters of Music Education at Boston University. Mx. Thomas currently services general music, choral, and band students and has previously guest conducted for district-wide honors ensembles.
Language shapes the reality within our classrooms. In this session, we define concepts including deficit thinking, stereotyping and conventional thinking to guide attendees in examining how their personal use of language has helped students become successful or hindered student growth. Through vignettes, suggestions, and discussion, we will challenge attendees to be intentional in their language and speech choices to further student success and create more inclusive and welcoming music teaching and learning environments.
Jazzmone Sutton is the music educator at Swift Creek Elementary School in Raleigh, NC. The life experiences and cultures of her students and guests shape Sutton’s approach to music education. In addition to her teachings, Sutton is also a passionate advocate for music education. She currently serves as the Immediate Past President of the North Carolina Music Educators Association.
Karen Salvador, PhD, is Assistant Professor of Music Education at Michigan State University. She directs the early childhood music education programs at both MSU Community Music Schools, teaches early childhood and elementary general music methods courses, and facilitates graduate seminars on research, psychology, and philosophy. Salvador’s research centers on meeting individual student needs, particularly in early childhood and elementary music settings, and on music teacher education for equity and justice.
This session will introduce two new organizations aimed to provide means of access, representation, and support to minoritized students by equipping them with professional resources to help them advance their music careers. The founders of I See You-Affirming Representation in Music and Lift Music Fund partner have recently become co-conspirators for inclusive change in the music profession. Educators will walk away with resources and tactics to foster a more equitable learning environment for their students.
Dr. William L. Lake, Jr., is an Assistant Professor of Music Education at the Crane School of Music (SUNY-Potsdam) and Associate Director of Bands. His additional academic responsibilities include conducting the Crane Concert Band and Community Band, teaching conducting, Secondary Wind Practices, Wind Literature, and supervisor of instrumental music education majors in their pre-field experiences. He is co-founder of I See You and organization that affirms the representation of Black, Indigenous, People of Color in music.
Dr. LaToya A. Webb is an instructor of conducting at Auburn and Grambling State universities. She has presented research about instrumental conducting pedagogy and diversity in music education at state and national conferences. She is also published in the Music Educators Journal and the Teaching Music Magazine. Dr. Webb holds degrees from Norfolk State University, George Mason University, and Auburn University. She recently co-founded the organization I See You: Affirming Representation in Music.
Emily Mariko Eng is a doctoral candidate at the University of Georgia, studying conducting with Cynthia Johnston Turner. Her research focuses on comprehensive musicianship pedagogy in the collegiate wind ensemble. Emily earned an MM in Conducting from New England Conservatory and graduated summa cum laude from Brandeis University with a BS in Biochemistry and Music Composition. She is Executive Director and Founder of Lift Music Fund, an organization that makes achievement in music more accessible and equitable by awarding microgrants every month to underrepresented student musicians.
Equity is the act of removing barriers from success. When we formulate Big Ideas, we create multiple entry points of inquiry about our world that all can access, respond to and learn from. Participants will investigate life concepts that reveal and connect people and their experiences. We will create, perform, and respond to a cross-curricular big idea in a creative process, and reflect on how this helps us “see” each other in diverse ways.”
Kimberly Brown has 20+ years experience in Arts Education. This California native earned her BA from UC Davis in Studio Arts and her Masters from Pace University in New York, before moving to Maryland to continue her journey in Arts Education. She has taught and learned from a variety of people and looks for new ways to advocate and increase knowledge through the arts. Currently she teaches Fine Arts for Elementary in MCPS and is the Curriculum Director for the MC3 program through MSDE.
James Dorsey teaches vocal/general music at Vansville Elementary School in Prince George’s County. He guides students to create arts pieces that reflect empathy. He has served as a curriculum/course writer and facilitator. Through his work with Maryland Centers for Creative Classrooms, he helps adults reflect on big ideas through music in personal and learning spaces. Dorsey earned a B.A. in Music (UMBC), M.Ed. in Kodály Music Education (Loyola University Maryland), and National Board Certification (Music).
Danielle Williams is a multi-instrumentalist, composer, conductor, and music educator who uses her global experiences to shape her art and fuel cross-cultural collaborations. Currently serving as OrchKids Director of Education, Danielle has lived and taught music in a wide range of contexts and locations including Boston, Palestine, Brazil, France, and Tanzania. Danielle received her Master’s Degree from the Harvard Graduate School of Education’s Arts in Education program Bachelors Degree in Music Composition from Vanderbilt University.
This session is designed to better engage instrumental music students to be individual learners through various uses of technology using free and low-cost applications. A large component of this session will be through gamification, the application of typical elements of game playing (e.g. point scoring, competition with others, rules of play) to other areas of activity. We will explore how to use various APPs for student self-assess and to present evidence of progress that is both qualitative and quantitative. The technology being used will be free or low cost to all educators and easy to use for students to use. Using technology will allow students to choose performance repertoire and music that speaks to them as an individual thus making learning more relevant to the individuals in the classroom. By allowing students to reflect on their own progress and set goals, students take on more ownership of their musical development.
Krystal Williams is currently the Band Director at Western High School for Girls in Baltimore, MD. Mrs. Williams attended Morgan State University as an undergraduate Music Major from 1999 to 2005. After receiving her B.A. in Instrumental Music, she continued her education in Conducting and was the Graduate Assistant for the Morgan State Band Program. Mrs. Williams also holds a M.A. in Teaching from the College of Notre Dame Maryland. She is a music teacher of 14 years with Baltimore City Public Schools. She also is a Curriculum Writer, Music Education Clinician, New Teacher Ambassador all while holding the position of Music Technology Chair for the Maryland Music Educators Association. She currently resides in Windsor Mill, MD with her husband Dwight and son Matthew.
Developed in the 1830’s and lasting for over 100 years, minstrel shows were a popular entertainment, but their deep roots in racism have contributed to inequality and stereotypes that Blacks continue to face today. In this presentation we’ll explore how truly racist these shows were and identify “American folk songs” that have their origins in Minstrelry. You’ll leave with tools for selecting more inclusive music.
Elizabeth Rusch Fetters holds a B.A. from Indiana University of Pennsylvania, a M.M. from Kent State University, and a M.L.S from the University of Maryland. She teaches music for Harford County Public Schools in Maryland and performs as principal bassoon with the Hunt Valley Symphony Orchestra and as a freelance musician. Mrs. Fetters is a proud member of Delta Omicron International Music Fraternity. Recent research interests include social justice, racism awareness, and racial equity training.
Children's literature can provide so many wonderful opportunities to create music with students! In this hands-on workshop, we’ll share lessons we created with children’s books that are dedicated to social and emotional learning. We created music adventures addressing SEL topics of self-awareness, self-management, responsible decision-making, relationship skills, and social awareness, combining listening, performing, and creating music. Each lesson will give teachers fresh ideas for meeting the needs of the whole child in the music classroom.
Katherine Strand is the Dottie Sink Sykes Distinguished Professor in the Hayes School of Music, Appalachian State University. Katherine taught K12 choral and general music in Virginia and the Chicago Public Schools. Her interests include teaching for musical creativity, curriculum, and musical identities. She co-edited the book Musicianship: Composing in Choir and her pedagogical articles appear in the Music Educators Journal, Teaching Music, and General Music Today.
Mazie Sullivan is in her 3rd year of bringing energy and music to students. She teaches K-6th General Music at Westwood Elementary School in West Jefferson, NC. She graduated from Appalachian State University in 2019 with a bachelor’s degree in General Music Education and Choral Music Education. In 2020 she was awarded Westwood Elementary’s Beginning Teacher of the Year and received funding for a Bright Idea’s Grant and a Public Schools Partnership Grant.
Diverse composers from the early 20th century have been overlooked as many ensembles start programing works with diversity in mind. Ranging from composers including James Reese Europe and Eubie Blake, we will go through the history and works of various diverse composers with arrangements for modern instrumentation.
Jonathan Steltzer is the Assistant Band Director at Wayne County High School. As a musician, he is the winds division winner of the Ronald Sachs International Music Competition and presented at conferences including the International Saxophone Symposium, National Conference on Undergraduate Research, and more. As an educator, Jonathan serves on the International Clarinet Education Education Committee and has received grants from Clorox and the Georgia Music Foundation.
Jacob Morgan is an accomplished young music educator based in McDonough, Georgia. Under the direction of Mr. Morgan, the Union Grove Middle School (UGMS) Band Program has consistently earned Superior Ratings at Large Group Performance Evaluation. While serving as Director of Bands at UGMS, Mr. Morgan was also elected to serve as the Band Chair for District VI of the Georgia Music Educators Association (GMEA), presented professional development sessions, and has served as a Mentor to new band directors. Mr. Morgan is a graduate of Kennesaw State University (KSU) with a Bachelors in Music Education and also serves as the Vice President of “The Marching Owls” Alumni Society of Kennesaw State University.
Equity is the act of removing barriers from success. When we formulate Big Ideas, we create multiple entry points of inquiry about our world that all can access, respond to and learn from. Participants will investigate life concepts that reveal and connect people and their experiences. We will create, perform, and respond to a cross-curricular big idea in a creative process, and reflect on how this helps us “see” each other in diverse ways.”
Kimberly Brown has 20+ years experience in Arts Education. This California native earned her BA from UC Davis in Studio Arts and her Masters from Pace University in New York, before moving to Maryland to continue her journey in Arts Education. She has taught and learned from a variety of people and looks for new ways to advocate and increase knowledge through the arts. Currently she teaches Fine Arts for Elementary in MCPS and is the Curriculum Director for the MC3 program through MSDE.
James Dorsey teaches vocal/general music at Vansville Elementary School in Prince George’s County. He guides students to create arts pieces that reflect empathy. He has served as a curriculum/course writer and facilitator. Through his work with Maryland Centers for Creative Classrooms, he helps adults reflect on big ideas through music in personal and learning spaces. Dorsey earned a B.A. in Music (UMBC), M.Ed. in Kodály Music Education (Loyola University Maryland), and National Board Certification (Music).
Danielle Williams is a multi-instrumentalist, composer, conductor, and music educator who uses her global experiences to shape her art and fuel cross-cultural collaborations. Currently serving as OrchKids Director of Education, Danielle has lived and taught music in a wide range of contexts and locations including Boston, Palestine, Brazil, France, and Tanzania. Danielle received her Master’s Degree from the Harvard Graduate School of Education’s Arts in Education program Bachelors Degree in Music Composition from Vanderbilt University.
As music teachers who work to create access, equity and diversity within music education, we must examine our systems and practices of teaching to ensure that we are reaching all students. This session explores cultural competency and culturally responsive practices relating to music education. Based in research, this session will explain the concepts of Trust Psychology and Growth Pedagogy as well as provide teachers practical strategies and philosophical inspiration improve their practice.
Peter Briggs has taught music at Title I schools in Washington State for the past 18 years. Peter’s philosophy of teaching was shaped by research in Trust Psychology and Growth Pedagogy. He founded SoundEd, with which he presents sessions at schools and conferences across the country. He regularly engages with universities, teachers and students to prioritize awareness and advocacy surrounding equity, access and diversity within music education, and currently serves on the WMEA Equity Committee.
During the current climate in education, there is much conversation about how we can develop our professional capacity to be more inclusive and equitable in our pedagogy. This session will focus on how we can create a sense of belonging in our music learning community in tangible ways.
Mrs. Brooks is an acclaimed choral director and music educator. She was awarded as a MMEA Outstanding Music Educator for 2021 and served as the Prince George’s County Public Schools Teacher of the Year for 2019-2020. She has taught at all levels and served various student populations. She is a mentor teacher, curriculum writer, guest conductor, and presenter. Mrs. Brooks is currently obtaining DMA at the University of Southern California for Music Teaching and Learning.
Many early career music teachers are not trained in culturally-responsive pedagogy within their teacher education programs. Similarly, their assigned mentors might also need development in this area as well. This session will focus on how mentors can successfully mentor their mentees to become more culturally-responsive in the classroom by addressing hidden curriculum commonly encountered when striving to allow preK-12 students to meet the National Core Arts Standards.
Dr. Erin Zaffini is the Director of Teacher Education for the on-campus and online Master of Music in Music Education programs at Longy School of Music in Cambridge, MA. In addition to her experiences teaching preK-8 general, choral and instrumental music, she is the project leader for NAfME’s National Music Mentor Training Initiative. She has published articles in General Music Today, Music Educators Journal, Update: Applications of Research in Music Education and Qualitative Research in Music Education.
Media is all audio and video content—recorded, stored, and presented—in the sharing of performance (making-good) events. This session is for all those music teachers who would like to learn how student-created media (audio and video) can be collected, mixed, and curated for livestream sharing. The presenter will provide a wealth of resources that will enable you to create a space in your program for high-quality media artifacts of student work.
Clint Randles is Associate Professor of Music Education at the University of South Florida where he teaches courses at the intersection of creativity, contemporary music-making, and technology at the undergraduate and graduate levels. Dr. Randles is the author of To Create: Imagining the Good Life Through Music (GIA Publications) and Music Teacher as Music Producer (forthcoming Oxford University Press).
Equity is the act of removing barriers from success. When we formulate Big Ideas, we create multiple entry points of inquiry about our world that all can access, respond to and learn from. Participants will investigate life concepts that reveal and connect people and their experiences. We will create, perform, and respond to a cross-curricular big idea in a creative process, and reflect on how this helps us “see” each other in diverse ways.”
Kimberly Brown has 20+ years experience in Arts Education. This California native earned her BA from UC Davis in Studio Arts and her Masters from Pace University in New York, before moving to Maryland to continue her journey in Arts Education. She has taught and learned from a variety of people and looks for new ways to advocate and increase knowledge through the arts. Currently she teaches Fine Arts for Elementary in MCPS and is the Curriculum Director for the MC3 program through MSDE.
James Dorsey teaches vocal/general music at Vansville Elementary School in Prince George’s County. He guides students to create arts pieces that reflect empathy. He has served as a curriculum/course writer and facilitator. Through his work with Maryland Centers for Creative Classrooms, he helps adults reflect on big ideas through music in personal and learning spaces. Dorsey earned a B.A. in Music (UMBC), M.Ed. in Kodály Music Education (Loyola University Maryland), and National Board Certification (Music).
Danielle Williams is a multi-instrumentalist, composer, conductor, and music educator who uses her global experiences to shape her art and fuel cross-cultural collaborations. Currently serving as OrchKids Director of Education, Danielle has lived and taught music in a wide range of contexts and locations including Boston, Palestine, Brazil, France, and Tanzania. Danielle received her Master’s Degree from the Harvard Graduate School of Education’s Arts in Education program Bachelors Degree in Music Composition from Vanderbilt University.
David Ramos is a graduate of Florida State University with a B.M.E. in Instrumental Music Education. He is an active member of NAfME and the Florida Music Education Association (FMEA), and is published in the Florida Music Director, the official publication for FMEA. David is an Instructor of Residence Life at Interlochen Arts Academy in Interlochen, MI, where he currently resides.
Mrs. Haskett is a graduate student at the University of Central Arkansas, pursuing a masters degree in Music Education. She teaches pre-k through fifth grade in the Little Rock School District at two schools and is the assistant music minister at a local church.
Dr. Kuebel is assistant professor of music education at the University of Central Arkansas. She focuses her research on music teacher preparation and early childhood music education. Kuebel has taught choir, band, and general music for students in preschool through junior high in Illinois, China, and Poland. She also teaches early childhood music education classes to children four and under.
Marty Lenard is Assistant Professor of Music in the Division of Visual and Performing Arts at Schreiner University where he recently received the Faculty Service Award. Lenard received a bachelor and master’s degree in music education from Texas State University and is currently pursuing his PhD in Instrumental Music Education from Auburn University. Lenard’s research has focused on programming trends of ensembles and the relationship of poverty on access to music education.
THURSDAY, JULY 15, 2021
Without critical analysis of SEL frameworks through a lens of cultural responsiveness, racial justice, and liberation, the execution could potentially do more harm than good, especially with Black, Brown, Indigenous, and Asian (BBIA) students. This session will provide opportunities for teachers to challenge music teaching philosophies, to move beyond “diversity” and “inclusion” in these practices, and to weave an anti-bias and anti-racist (ABAR) mindset in SEL throughout the music room.
Darlene is an elementary music teacher, chorus director and piano instructor in southern California. She holds two bachelor’s degrees in Music Education and Piano Performance from Biola University and is currently pursuing a master’s degree from VanderCook College of Music. In addition to teaching, Darlene is an active presenter and author, whose work focuses on challenging the status quo of music education. In her free time, she enjoys trying new food spots with her husband.
It has long been documented that parental support is one of the biggest factors in student’s participation and success in music. This support is measured in a variety of metrics: financial, physiological, emotional, etc. Despite demographic first-generation music-students are similarly affected. Three first-generation musicians-band directors share how they overcame the odds, how they strive to lift up all of their students, and how you can enable all students for success.
Dr. Shannon Shaker most recently served as Director of Bands and Instrumental Music Education at Frostburg State University. She earned her DMA in Wind Conducting from Arizona State University, where her research focused on the gender imbalance of collegiate band conductors. Shannon earned her MM and BME from Central Michigan University. Before pursuing graduate studies, Dr. Shaker taught general and instrumental music to students of all ages in Colorado and Michigan public schools.
Dr. Fredrick Marcell Brown, Jr. is director of bands at Lyon College in Batesville, Arkansas. Fredrick is interested in music beyond the traditional wind ensemble with active promotion and performance of chamber music. His research also involves theories of value and philosophies of experience to engage with the intersection of music and culture. He earned his DMA from Arizona State University, his masters at the University of Memphis and BME from Henderson State University.
Krystal Williams is a music teacher of 14 years with Baltimore City Public Schools. She also is a Curriculum Writer, Music Education Clinician, New Teacher Ambassador for Baltimore City Public Schools all while holding the position of Music Technology Chair for the Maryland Music Educators Association. She is alumni of Morgan State University with a B.A. in Instrumental Music and also holds a M.A. in Teaching from the College of Notre Dame Maryland.
The intersecting of music and movement is practiced in multiple education disciplines. Interactive musical and physical activities create an active learning environment. Research on yoga identifies strengths in developing motor development, cognitive performance, physical wellbeing, and emotional/behavioral regulation. The beginnings of Dalcroze are founded with concepts in expression “with other arts and human activities” through movement, aural, and musical activities. Here, the two will collaborate.
Carla Becker serves as an Associate Professor of Music/Music Education and is the Coordinator of Music Education at Delaware State University. She received her Doctorate of Music Education from Teachers College, Columbia University after teaching K-12th grade music for 17 years in Seattle, Washington. As a percussionist, Dr. Becker’s performance interests remain in Ethnomusicological and Jazz traditions. She received her Master of Percussion Performance with an emphasis in Ethnomusicology from the University of Washington and has pursued field research in Cote D ‘Ivoire, Ghana, and Jamaica. Her Bachelor of Music Education is from Central Michigan University studying with the late percussionist, Mr. Robert Hohner.
In this session, we will examine change and transformation using three interconnected anchors of choral communities: purpose, exploration, and agency. We will describe empowered choral spaces where students and teachers exemplify these anchors in their daily work. Through embracing a vision and mission of transformation, our aim is for choral educators to foreground equity, justice, and inclusion. We address issues of representation, access, and exclusion, and make recommendations to propel community change.
Elizabeth Cassidy Parker is Associate Professor of Music Education at the Boyer College of Music and Dance at Temple University and Artistic Director of the Commonwealth Youthchoirs. Parker’s research interests include the social, vocal, and philosophical development of adolescent musicians as well as issues of preservice music educator identity. Her publications include many original research and interest articles. Parker is the author of Adolescents on Music published by Oxford University Press.
Rollo Dilworth is Vice Dean and Professor of Choral Music Education in the Department of Music Education and Therapy at Temple University’s Center for the Performing and Cinematic Arts in Philadelphia, PA. His compositions and arrangements appear in the catalogs of Hal Leonard, Colla Voce and Santa Barbara Music Publishing. He has authored 3 books of choral warm up activities entitled Choir Builders. Dilworth is an active composer, guest conductor, clinician, and conference presenter.
With the signing of the American Relief Fund, Congress provided $126 billion in emergency relief funding for K-12 education, including $1.95 billion for Maryland. Join us for a discussion on how Maryland districts are making use of ESSER funds to support, rebuild and expand arts education, including an overview of the 16 fundable activities under ESSER and ideas on how to apply this information in your own school district.
Ms. Tuttle is the recently named Executive Director and CEO of the 7,500 member American String Teachers Association. A musician, music educator, and lifelong advocate for equitable access to music and arts education, she most recently served as the Director of Public Policy, Research and Professional Development for the National Association for Music Education (NAfME). At NAfME, she oversaw all in-person and virtual professional development, the creation and dissemination of six publications, the association’s federal grants portfolio and led the association’s policy work at the federal and state levels.
This session scratches the surface in an attempt to peel back labels we place on ourselves or that have been placed on us. Participants will examine aspects of identity, gender, social constructs, LGBTQ+ topics and how social emotional learning can assist in peeling back labels by offering support, guidance for inclusion in music classes, and impact of implementing inclusive terminology. Examination of relationship skills, self-advocacy, and decision-making will reveal actionable steps to stimulate and promote social awareness to strengthen advocacy.
Shane Jensen (he/him) Music Specialist for Baltimore County Public Schools. He holds degrees in Music Education from Concordia College and Towson University, Post Graduate work in School Improvement and Leadership, and a graduate certificate in Social-Emotional Learning. Shane is an Ed.D. candidate in Leadership through American College of Education exploring the lived experiences of LGBTQIA+ educational leaders and identity salience. He is a member of NAfME and continues to be an educational clinician throughout Maryland. He has presented at SEL conferences, universities, and state sessions focusing on Inclusive Practices, Gender Identity, LGBTQ+, and Making Meaningful Connections.
1:15 PM - CRIMP in the Classroom
Anne Smith
Sing, move, and play your way through this user-friendly session, where you will learn to apply Culturally Responsive Instructional Music Practices (CRIMP) while maintaining your musical integrity. Standards-based activities will be presented that are designed to meet the needs of teachers who work with culturally and linguistically diverse students. Suggestions will be given for additional resources and activities to help address performing and non-performing standards.
Anne Smith is an Elementary Teacher of Music in Alexandria, Virginia where she also serves as an Equity Liaison. She is a member of the Diversity, Equity, and Inclusion Committee of VMEA and the Diversity Collective of the NEA. Ms. Smith was a Music Therapy major who double minored in voice and piano at Howard University. She holds a BA in Human Relations, an M. Ed in Teaching, and an Ed. S in Curriculum and Instruction. Currently, she is a doctoral candidate at Liberty University. Ms. Smith has presented at local, state, regional, and national conferences on diversity and arts integration. A composer, poet, and playwright, in 2015 she published Good News: Innovators and Originators of Gospel Music.
What's the difference between Samba and Salsa? What percussion goes with which drums? What universal rhythm patterns should I know? What in the heck are caxixi, krin, dundun, surdos, and pallitos? Unleash your full musical potential and get the most out of your World Drumming investment.
Kalani Das, MT-BC is a world percussion specialist with experience in both professional and educational settings. He is a certified Orff-Schulwerk music educator, a board-certified music therapist, and professional development specialist. Kalani is the author of numerous publications and resources, both in print and online, including; Together in Rhythm (Alfred), Kalani's World Rhythms (Hal Leonard), World Drum Club Channel (YouTube); and The Way of Music (Sarsen), and the Ukulele Club (TeachersPayTeachers.com).
Join us for a look into what one school system has planned as we move from virtual and hybrid/concurrent teaching back into a face to face setting. What’s worth keeping from our pandemic curriculum and instruction adaptations and how do we maintain focus in providing programming that meets the needs of our diverse community of learners and teachers?
Ms. Valadie is the Coordinator of Music for Anne Arundel County Public Schools in Maryland. In this role, she works with 240 teachers across 126 schools in a system that serves 85,000 students in Central Maryland. Previously, Ms. Valadie has served as the Supervisor of Fine and Performing Arts and a Building Administrator in the Calvert County Public School System.
The modern musical ensemble in the United States is supposed to be representative of the diverse student population it serves, but research is proving that this is not the case. Musical ensembles grow less diverse every year, and as more programs shutter their doors, it is up to the educators to address the diversity needs of our ensembles and ensure that music is for all, and not for the privileged few. This session will identify the national trends and offer pathways to encourage continuing heterogeneous ensembles that truly represent the national demands for music in ALL our schools.
Kyle Dortch is a graduate of North Carolina A&T State University and a current graduate student at East Carolina University. His teaching career includes being the band director at Graham High School in Alamance County, and now a new elementary orchestra director. He is a career percussionist, and his research interests include culture and its effect on music and performance, as well the innovative works of programs of high-poverty and large populations of students of color.
In music, there are sonic lineages. In engaging with these soundworlds, we communicate their ancestral joy, trials, tribulations, and trauma. What, then, is our reverent responsibility in our study and teaching of music? Join us as we discuss the possibilities in forming right-relationships with the land our classrooms are built on, the host cultures, and how an embrace of decolonial methodologies is paramount in modeling best practices rooted in solidarity and affirmation within our choral classrooms.
Dr. Jace Kaholokula Saplan serves as the Director of Choral Activities and Assistant Professor of Music at the University of Hawai’i at Mānoa where he teaches courses in graduate choral conducting and choral literature, conducts the University of Hawai'i Chamber Singers, and oversees the graduate choral conducting program. Known for his work in celebrating the intersection between Hawaiian music and choral performance, he is the artistic director of Nā Wai Chamber Choir, a professional vocal ensemble based in Hawaiʻi dedicated to the preservation and propagation of Hawaiian choral music.
The current pandemic and societal issues have forced teachers to confront general music curriculum in new ways. Examining and confronting concrete practices in general music education has presented challenges and opportunities. Focusing on the Creating, Responding, and Connecting strands of the National Standards, this session will provide general music teachers with strategies and solutions for overcoming instructional challenges, issues of diversity, equity, inclusion, access, and seizing the opportunities of teaching music during this time.
Dr. Rob Lyda is the music teacher at Cary Woods Elementary in Auburn, AL. Throughout his career he has taught a variety of music courses for students in grades K-undergraduate. Dr. Lyda regularly presents sessions and research on technology integration, creativity, and general music education at state, regional, and national conferences. Currently, Dr. Lyda serves as the Chair of NAfME’s Council for General Music Education and Advocacy Chair and President-Elect of Alabama MEA.
Equity for all students is at the heart of California's new guiding document for arts education, California Arts Education Framework. The Framework provides guidance to school leaders, teachers, and stakeholders in using a strategic program evaluation and planning process to achieve equity. The California Arts Project partners with local districts and county school offices to facilitate the strategic planning process. This session will examine the process through examples of work to support equity for arts education.
Armalyn De La O is currently the Coordinator for Arts Education for the San Bernardino County Superintendent of Schools Office (SBCSS). She is the Director of the RIMS California Arts Project site of The California Arts Project at CSU San Bernardino. Ms. De La O has a Bachelor’s degree in Music Education and a Master’s degree in Education Administration. Ms. De La O currently serves as CMEA President.
As digital music learning has become more common, teachers need on-line resources for developing & delivering global music curricula. This presentation focuses on such resources, with demonstrations of repertoire, individual lessons, and unit plans. Attendees will learn a variety of songs, dances, and games for their classrooms, as well as plan contextualized global music experiences for use in-person or on-line.
Kaity Cassio Igari teaches elementary music in Seattle, WA, with degrees from the University of Puget Sound & the University of Washington. She emphasizes students’ joy, reflection, & community through music, building skills for lifelong creativity & critical thinking. Pursuing anti-racism & multiculturalism in her teaching & research, she supports other teachers to do the same. Her work appears in The Journal of Folklore and Education, The Orff Echo, WMEA Voice Magazine, & various conferences. She holds certificates in Kodály & World Music Pedagogy.
J. Christopher Roberts is Lecturer & Director of Music Teacher Preparation at the University of Washington. He holds degrees from Swarthmore College & the University of Washington, researching children’s musical cultures, world music pedagogy, and the nature of children’s interest in music. Recent articles appear in Update, Bulletin of the Council for Research in Music Education, British Journal of Music Education, Journal of Research in Music Education, & Oxford Handbook of Social Justice in Music Education; his co-authored book, World Music Pedagogy II: Elementary Music Education, was published by Routledge. An elementary music teacher for 20 years, he directs the Kodály Levels Program of Seattle.
This workshop presents helpful tools and strategies for students majoring in music education, performance, music business, sound and recording technology/music media, music therapy, music journalism, theory and composition, and other concentrations. The goal of this workshop is to help students prepare and strengthen their professional portfolio, and their marketability for desired careers in the music field.
Dr. Brock received her B.M. from Virginia State University, M.M. from Norfolk State University, and Ph.D. in Music Education from the UNC-Greensboro. She has 17 years of combined teaching experience on the K-12 level, and in higher education. Dr. Brock is the Owner/CEO of Prodigious Music Concepts, LLC. She is a Past President of the Intercollegiate Music Association (IMA), and an active member of the IMA, CBDNA, ABWBD, NAfME, WBDI, NBA, and HBCU-NBDC.
This session will cover the rationales behind repertoire diversity, the challenges facing educators to diversify their programming, the resources that exist in order to aid educators as they strive to incorporate music by composers from underrepresented groups into their repertoire and curricula, and strategies as to how to use those resources.
Dr. Rob Deemer is a composer, conductor, educator, author, and advocate. His work as an advocate for underrepresented composers led him to create the Institute for Composer Diversity and the Composer Diversity Database. Deemer is a Professor and Head of Composition at the State University of New York at Fredonia, the State Chair of the NYSSMA Composition/Improvisation Committee, and the National Chair of the NAfME Composition Council.
This roundtable discussion will be facilitated by Scott Evans, Jared Cassedy, and Judith Hawkins.
Scott Evans has been an educator in the Orlando area since 1997 after graduating from the University of Massachusetts with his Bachelor’s in Music Education and his Master’s Degree at the University of Central Florida. Evans was awarded the Music Leadership Award by the Florida Music Education Association and the Florida Alliance for Arts Education. Mr. Evans is currently serving as the Senior Director of Visual and Performing Arts for Orange County Public Schools and is the current Professional Development Committee Chair for the Florida Music Education Association.
Jared Cassedy is the K-12 Performing Arts Coordinator for Lexington Public Schools in Massachusetts, is the conductor of the Junior Massachusetts Youth Wind Ensemble at the New England Conservatory Preparatory School and also serves as Chair of the Massachusetts Music Educators Association Northeastern District. Previously Jared worked as a K-12 Fine and Performing Arts Director for the Windham, NH and Salem, NH School Districts. Jared was the 2015 recipient of the prestigious GRAMMY Music Educator Award and has conducted a myriad of regional honor bands throughout New England, given a variety of lectures on leadership and best practices in teaching, and has participated in TEDx talking about his journey and philosophies through education.
Judith Hawkins currently serves as the Vocal and General Music content supervisor for Prince George’s County Public Schools in Maryland. She received her Bachelor of Music degree in Music Education from Westminster Choir College in Princeton, N.J. and her Masters of Education in Administration and Supervision from Bowie State University in Bowie, MD. At the national and state levels Ms. Hawkins serves as the Eastern Division representative for the National Association for Music Education’s (NAfME) Council of Music Program Leaders (CMPL). Judith has also served on the board of the Maryland Music Educators Association (MMEA) as a liaison to supervisors and on the Membership Development committee. Within the school setting, Ms. Hawkins was the Assistant Principal at Valley View Elementary School in Oxon Hill, MD. As a teacher, she has taught and written curriculum for the vocal and general music department for twenty years. She has presented general music and leadership sessions at the local, state, regional and national levels.
Matthew L. Garrett (he/him) is Associate Professor of Music Education and Director of the University Center for Innovation in Teaching and Education (UCITE) at Case Western Reserve University. He holds degrees from Florida State University and Boston University. Garrett recently co-authored Honoring Trans and Gender-Expansive Students in Music Education with Joshua Palkki, published by Oxford University Press. He works with students and teachers in music programs across the country, as a clinician and conductor.
Joshua Palkki (he/him) serves as Assistant Professor of Music Education at California State University, Long Beach. He is also artist in residence with South Bay Children’s Choir in Torrance, CA. He holds degrees from Michigan State University, Northern Arizona University, and Ball State University. A sought-after guest conductor and scholar on LGBTQ issues, he has guest conducted in several states and presented at state, national, and international research, choral, and music education conferences.
Francesca Leo is a professional flutist, educator, and performing arts health advocate. She is the founder of http://www.playingwithoutpain.com, an award-winning website and social media platform connecting musicians with resources to treat and prevent performance-related injuries and maintain good mental health. She is a 50-hour certified meditation instructor and holds music performance degrees from the Manhattan School of Music and Bowling Green State University.
Ruth Debrot is a Lecturer in Music Education at Boston University. In addition to teaching and performing, Ruth is a well-known clinician and researcher. Debrot has presented her research at the Mayday Colloquium 29 and at The Desert Skies Symposium. Debrot is a featured clinician on the NAfME Academy: Professional Development Webinar Series. Publications include The Journal of Popular Music Education, The Orff Echo, MENC’s Spotlight on General Music, the Massachusetts Music Educators Journal.